NSSE Scores for Art Majors

Transcription

1 NSSE Scores for Majors The National Survey of Student Engagement (NSSE) collects information from first-year (FY) and senior (SR) undergraduates from hundreds of universities about their participation in programs and activities relevant to their learning and personal development. The results provide an estimate of how students spend their time (which we know influences their success) and can be used as an indirect measure of student learning and development. The survey includes 85 items; 42 of the most critical items are used to build five Benchmarks of Effective Educational Practice. The benchmarks reflect student behaviors and institutional features that are powerful contributors to student learning and personal development ( Benchmarks include: Level of Academic Challenge Active and Collaborative Learning Student-Faculty Interaction Enriching Educational Experiences Supportive Campus Environment The purpose of this report is to explore differences in benchmark means between art majors and all other majors. An appendix is also included, which shows the frequency responses for all of the survey questions in the 2012 NSSE across art status. Since NSSE surveys at the first-year and senior student levels comparisons of NSSE responses always need to be made within a student level. Please note that this NSSE report is based on the art department s NSSE respondents (35 first-year and 40 seniors). First-year art respondents score lower on the Active and Collaborative Learning benchmark compared to all other firstyear respondents. This difference is partially due to first-year art students more frequently reporting that they rarely work with classmates inside or outside of class on class projects/assignments. Additionally first-year art students are significantly more likely to report that they never tutored other students compared to other first-year students. On the other four benchmarks, there are no statistically significant differences for first-year art respondents compared to all other senior respondents. There are no statistically significant differences for senior art respondents compared to all other senior respondents. May 2015

2 NSSE 2012 Benchmark Comparisons Level of Academic Challenge (LAC) Mean Comparisons Non-Major Class Mean a n Mean a n Sig b Size c Effect First-Year Senior a Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.1, p<.05 and p<.01). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. b * p<.1 ** p<.05 ***p<.01 (2-tailed) c Effect size (only shown for statistically significant differences) indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of.2 is often considered small,.5 moderate, and.8 large. Distributions of Student Benchmark Scores FY FY Non-Major SR SR Non-Major Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. Level of Academic Challenge (LAC) Items Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance. Hours spent preparing for class (studying, reading, writing, doing homework or lab work, etc.) Number of assigned textbooks, books, or book-length packs of course readings Number of written papers or reports of 20 pages or more, between 5 and 19 pages, and fewer than 5 pages Coursework emphasizes: Analysis of the basic elements of an idea, experience or theory Coursework emphasizes: Synthesis and organizing of ideas, information, or experiences into new, more complex interpretations and relationships Coursework emphasizes: Making judgments about the value of information, arguments, or methods Coursework emphasizes: Applying theories or concepts to practical problems or in new situations Working harder than you thought you could to meet an instructor's standards or expectations Campus environment emphasizes: Spending significant amount of time studying and on academic work

3 NSSE 2012 Benchmark Comparisons Active and Collaborative Learning (ACL) Mean Comparisons Non-Major Class Mean a n Mean a n Sig b Size c Effect First-Year **.42 Senior a Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.1, p<.05 and p<.01). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. b * p<.1 ** p<.05 ***p<.01 (2-tailed) c Effect size (only shown for statistically significant differences) indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of.2 is often considered small,.5 moderate, and.8 large. Distributions of Student Benchmark Scores FY FY Non-Major SR SR Non-Major Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. Active and Collaborative Learning (ACL) Items Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college. Asked questions in class or contributed to class discussions Made a class presentation Worked with other students on projects during class Worked with classmates outside of class to prepare class assignments Tutored or taught other students (paid or voluntary) Participated in a community-based project (e.g., service learning) as part of a regular course Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)

4 NSSE 2012 Benchmark Comparisons Student-Faculty Interaction (SFI) Mean Comparisons Class Mean a n Mean a n Sig b Size c Effect First-Year Senior a Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.1, p<.05, and p<.01). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. b * p<.1 ** p<.05 ***p<.01 (2-tailed) c Effect size (only shown for statistically significant differences) indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of.2 is often considered small,.5 moderate, and.8 large. Distributions of Student Benchmark Scores Non-Major 0 FY FY Non-Major SR SR Non-Major Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. Student-Faculty Interaction (SFI) Items Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom. As a result, their teachers become role models, mentors, and guides for continuous, life-long learning. Discussed grades or assignments with an instructor Talked about career plans with a faculty member or advisor Discussed ideas from your readings or classes with faculty members outside of class Worked with faculty members on activities other than coursework (committees, orientation, student-life activities, etc.) Received prompt written or oral feedback from faculty on your academic performance Worked on a research project with a faculty member outside of course or program requirements

5 NSSE 2012 Benchmark Comparisons Enriching Educational Experiences (EEE) Mean Comparisons Class Mean a n Mean a n Sig b Size c Effect First-Year Senior a Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.1, p<.05, and p<.01). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. b * p<.1 ** p<.05 ***p<.01 (2-tailed) c Effect size (only shown for statistically significant differences) indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of.2 is often considered small,.5 moderate, and.8 large. Distributions of Student Benchmark Scores Non-Major 0 FY FY Non-Major SR SR Non-Major Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. Enriching Educational Experiences (EEE) Items Complementary learning opportunities enhance academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge. Hours spent participating in co-curricular activities (organizations, campus publications, student gov., social fraternity or sorority, etc.) Practicum, internship, field experience, co-op experience, or clinical assignment Community service or volunteer work Foreign language coursework and study abroad Independent study or self-designed major Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.) Serious conversations with students of different religious beliefs, political opinions, or personal values Serious conversations with students of a different race or ethnicity than your own Using electronic medium (e.g., listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds Participate in a learning community or some other formal program where groups of students take two or more classes together

6 NSSE 2012 Benchmark Comparisons Supportive Campus Environment (SCE) Mean Comparisons Class Mean a n Mean a n Sig b Size c Effect First-Year Senior a Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.1, p<.05, and p<.01). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. b * p<.1 ** p<.05 ***p<.01 (2-tailed) c Effect size (only shown for statistically significant differences) indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of.2 is often considered small,.5 moderate, and.8 large. Distributions of Student Benchmark Scores Non-Major 0 FY FY Non-Major SR SR Non-Major Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. Supportive Campus Environment (SCE) Items Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus. Campus environment provides the support you need to help you succeed academically Campus environment helps you cope with your non-academic responsibilities (work, family, etc.) Campus environment provides the support you need to thrive socially Quality of relationships with other students Quality of relationships with faculty members Quality of relationships with administrative personnel and offices

7 1a. Asked questions in class or CLQUEST Never 3 9% 121 7% 1 3% 50 3% contributed to class (ACL) Sometimes 15 43% % 13 33% % discussions Often 13 37% % 7 18% % Very often 4 11% % 19 48% % Total % 1, % % 1, % 1b. Made a class presentation Never 8 24% % 1 3% 132 8% Sometimes 18 53% % 16 40% % Often 8 24% % 16 40% % Very often 0 0% 77 5% 7 18% % Total % 1, % % 1, % 1c. REWROPAP Never 6 17% % 4 10% % Prepared two or more drafts of a paper or assignment before turning it in Sometimes 10 29% % 12 30% % Often 13 37% % 13 33% % Very often 6 17% % 11 28% % Total % 1, % % 1, % 1d. INTEGRAT Never 1 3% 33 2% 0 0% 18 1% Worked on a paper or project that required integrating ideas or information from various sources Sometimes 9 26% % 4 10% % Often 16 46% % 11 28% % Very often 9 26% % 25 63% % Total % 1, % % 1, % 1e. DIVCLASS Never 2 6% 121 7% 1 3% % Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments Sometimes 10 29% % 12 31% % Often 16 46% % 13 33% % Very often 7 20% % 13 33% % Total % 1, % % 1, % 1f. CLUNPREP Never 8 24% % 5 13% % Come to class without completing readings or assignments Sometimes 20 59% % 23 58% % Often 4 12% % 7 18% % Very often 2 6% 109 7% 5 13% 144 9% Total % 1, % % 1, % 1g. Never 4 12% % 5 13% % Worked with other students on projects during class CLPRESEN (ACL) CLASSGRP (ACL) Non-Major Non-Major Sometimes 18 53% % 19 48% % Often 11 32% % 7 18% % Very often 1 3% 147 9% 9 23% % Total % 1, % % 1, %

8 Non-Major Non-Major 1h. Worked with classmates OCCGRP Never 7 20% 146 9% 6 15% 68 4% outside of class to prepare (ACL) Sometimes 19 54% % 19 48% % class assignments Often 6 17% % 7 18% % Very often 3 9% % 8 20% % Total % 1, % % 1, % 1i. INTIDEAS Never 2 6% 52 3% 1 3% 34 2% Put together ideas or concepts from different courses when completing assignments or during class discussions Sometimes 14 41% % 5 13% % Often 13 38% % 17 43% % Very often 5 15% % 17 43% % Total % 1, % % 1, % 1j. TUTOR Never 26 76% % 12 30% % Tutored or taught other students (paid or voluntary) (ACL) Sometimes 7 21% % 13 33% % Often 1 3% % 8 20% % Very often 0 0% 98 6% 7 18% 152 9% Total % 1, % % 1, % 1k. COMMPROJ Never 23 72% 1,013 63% 19 49% % Participated in a communitybased project (e.g., service learning) as part of a regular course (ACL) Sometimes 7 22% % 13 33% % Often 2 6% 134 8% 3 8% % Very often 0 0% 87 5% 4 10% 124 8% Total % 1, % % 1, % 1l. ITACADEM Never 5 15% % 4 10% % Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment (EEE) Sometimes 5 15% % 13 33% % Often 11 32% % 8 20% % Very often 13 38% % 15 38% % Total % 1, % % 1, % 1m. Never 1 3% 34 2% 0 0% 9 1% Used to communicate with an instructor Sometimes 7 22% % 7 18% % Often 14 44% % 7 18% % Very often 10 31% % 26 65% % Total % 1, % % 1, % 1n. FACGRADE Never 3 9% % 4 10% 82 5% Discussed grades or assignments with an instructor (SFI) Sometimes 15 44% % 14 35% % Often 10 29% % 16 40% % Very often 6 18% % 6 15% % Total % 1, % % 1, %

9 Non-Major Non-Major 1o. Talked about career plans FACPLANS Never 9 26% % 10 25% % with a faculty member or (SFI) Sometimes 19 56% % 13 33% % advisor Often 5 15% % 11 28% % Very often 1 3% % 6 15% % Total % 1, % % 1, % 1p. FACIDEAS Never 17 52% % 11 28% % Discussed ideas from your readings or classes with faculty members outside of class (SFI) Sometimes 13 39% % 17 43% % Often 2 6% % 5 13% % Very often 1 3% 90 6% 7 18% 130 8% Total % 1, % % 1, % 1q. FACFEED Never 1 3% 121 7% 2 5% 91 6% Received prompt written or oral feedback from faculty on your academic performance (SFI) Sometimes 10 29% % 15 38% % Often 22 63% % 13 33% % Very often 2 6% % 10 25% % Total % 1, % % 1, % 1r. WORKHARD Never 2 6% 125 8% 3 8% 111 7% Worked harder than you thought you could to meet an instructor's standards or expectations (LAC) Sometimes 9 26% % 13 33% % Often 18 51% % 14 36% % Very often 6 17% % 9 23% % Total % 1, % % 1, % 1s. FACOTHER Never 21 60% % 14 36% % Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.) (SFI) Sometimes 11 31% % 16 41% % Often 3 9% % 5 13% % Very often 0 0% 61 4% 4 10% 146 9% Total % 1, % % 1, % 1t. OOCIDEAS Never 5 14% 65 4% 2 5% 39 2% Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) (ACL) Sometimes 8 23% % 8 20% % Often 16 46% % 8 20% % Very often 6 17% % 22 55% % Total % 1, % % 1, % 1u. DIVRSTUD Never 6 17% % 9 23% % Had serious conversations with students of a different race or ethnicity than your own (EEE) Sometimes 15 43% % 13 33% % Often 9 26% % 7 18% % Very often 5 14% % 11 28% % Total % 1, % % 1, %

10 Non-Major Non-Major 1v. Had serious conversations DIFFSTU2 Never 2 6% 125 8% 4 10% 116 7% with students who are very (EEE) Sometimes 13 37% % 11 28% % different from you in terms of Often 11 31% % 10 25% % their religious beliefs, political Very often 9 26% % 15 38% % opinions, or personal values Total % 1, % % 1, % 2a. MEMORIZE Very little 1 3% 52 3% 2 5% 110 7% Coursework emphasizes: Memorizing facts, ideas, or methods from your courses and readings Some 5 14% % 6 15% % Quite a bit 12 34% % 17 43% % Very much 17 49% % 15 38% % Total % 1, % % 1, % 2b. ANALYZE Very little 0 0% 20 1% 0 0% 22 1% Coursework emphasizes: Analyzing the basic elements of an idea, experience, or theory (LAC) Some 5 14% % 5 13% % Quite a bit 19 54% % 15 38% % Very much 11 31% % 20 50% % Total % 1, % % 1, % 2c. SYNTHESZ Very little 0 0% 57 4% 0 0% 49 3% Coursework emphasizes: Synthesizing and organizing ideas, information, or experiences (LAC) Some 13 37% % 6 15% % Quite a bit 16 46% % 19 48% % Very much 6 17% % 15 38% % Total % 1, % % 1, % 2d. EVALUATE Very little 1 3% 67 4% 4 10% 74 5% Coursework emphasizes: Making judgments about the value of information, arguments, or methods (LAC) Some 7 20% % 5 13% % Quite a bit 20 57% % 13 33% % Very much 7 20% % 18 45% % Total % 1, % % 1, % 2e. APPLYING Very little 1 3% 54 3% 3 8% 45 3% Coursework emphasizes: Applying theories or concepts to practical problems or in new situations (LAC) Some 9 26% % 1 3% % Quite a bit 18 51% % 15 38% % Very much 7 20% % 21 53% % Total % 1, % % 1, % 3a. READASGN None 0 0% 13 1% 0 0% 27 2% Number of assigned textbooks, books, or booklength packs of course readings (LAC) % % 13 33% % % % 14 35% % % % 8 20% % More than % 150 9% 5 13% % Total % 1, % % 1, %

11 Non-Major Non-Major 3b. Number of books read on READOWN None 12 34% % 2 5% % your own (not assigned) for % % 26 65% % personal enjoyment or % % 8 20% % academic enrichment % 45 3% 3 8% 88 5% More than % 55 3% 1 3% 87 5% Total % 1, % % 1, % 3c. WRITEMOR None 29 83% 1,379 86% 26 65% % Number of written papers or reports of 20 pages or more (LAC) % % 11 28% % % 36 2% 2 5% 79 5% % 15 1% 0 0% 23 1% More than % 10 1% 1 3% 22 1% Total % 1, % % 1, % 3d. WRITEMID None 10 29% % 3 8% % Number of written papers or reports between 5 and 19 pages (LAC) % % 22 55% % % % 8 20% % % 64 4% 5 13% % More than % 12 1% 2 5% 64 4% Total % 1, % % 1, % 3e. WRITESML None 0 0% 19 1% 1 3% 98 6% Number of written papers or reports of fewer than 5 pages (LAC) % % 17 43% % % % 9 23% % % % 7 18% % More than % 122 8% 6 15% % Total % 1, % % 1, % 4a. PROBSETA None 5 14% % 9 23% % Number of problem sets that take you more than an hour to complete % % 13 33% % % % 7 18% % % % 3 8% % More than 6 1 3% 153 9% 7 18% % Total % 1, % % 1, % 4b. PROBSETB None 2 6% % 13 33% % Number of problem sets that take you less than an hour to complete % % 13 33% % % % 6 15% % % % 2 5% 90 6% More than 6 3 9% % 5 13% 123 8% Total % 1, % % 1, %

12 Non-Major Non-Major 5. Select the circle that best EXAMS 1 Very little 0 0% 9 1% 0 0% 8 0% represents the extent to which 2 1 3% 9 1% 0 0% 30 2% your examinations during the 3 0 0% 44 3% 4 10% 52 3% current school year have 4 2 6% % 6 15% 144 9% challenged you to do your best % % 12 30% % work % % 7 18% % 7 Very much 5 14% % 11 28% % Total % 1, % % 1, % 6a. ATDART07 Never 5 14% % 0 0% % Attended an art exhibit, play, dance, music, theater, or other performance Sometimes 7 20% % 10 25% % Often 14 40% % 7 18% % Very often 9 26% 115 7% 23 58% 91 6% Total % 1, % % 1, % 6b. EXRCSE05 Never 2 6% 59 4% 3 8% 102 6% Exercised or participated in physical fitness activities Sometimes 13 37% % 17 43% % Often 10 29% % 6 15% % Very often 10 29% % 14 35% % Total % 1, % % 1, % 6c. WORSHP05 Never 16 46% % 21 53% % Participated in activities to enhance your spirituality (worship, meditation, prayer, etc.) Sometimes 9 26% % 14 35% % Often 5 14% % 2 5% % Very often 5 14% % 3 8% % Total % 1, % % 1, % 6d. OWNVIEW Never 4 11% 133 8% 2 5% 116 7% Examined the strengths and weaknesses of your own views on a topic or issue Sometimes 10 29% % 6 15% % Often 13 37% % 23 58% % Very often 8 23% % 9 23% % Total % 1, % % 1, % 6e. OTHRVIEW Never 0 0% 79 5% 2 5% 80 5% Tried to better understand someone else's views by imagining how an issue looks from his or her perspective Sometimes 11 31% % 5 13% % Often 15 43% % 14 35% % Very often 9 26% % 19 48% % Total % 1, % % 1, % 6f. CHNGVIEW Never 0 0% 40 2% 2 5% 41 3% Learned something that changed the way you understand an issue or concept Sometimes 14 41% % 8 20% % Often 12 35% % 11 28% % Very often 8 24% % 19 48% % Total % 1, % % 1, %

13 Non-Major Non-Major 7a. Practicum, internship, field INTERN04 Have not decided 4 11% % 5 13% 100 6% experience, co-op experience, (EEE) Do not plan to do 2 6% 49 3% 4 10% % or clinical assignment Plan to do 28 80% 1,278 80% 9 23% % Done 1 3% 105 7% 22 55% % Total % 1, % % 1, % 7b. VOLNTR04 Have not decided 8 23% % 5 13% 103 6% Community service or volunteer work (EEE) Do not plan to do 1 3% 72 5% 7 18% % Plan to do 21 60% % 7 18% % Done 5 14% % 20 51% 1,106 69% Total % 1, % % 1, % 7c. LRNCOM04 Have not decided 10 29% % 7 18% % Participate in a learning community or some other formal program where groups of students take two or more classes together (EEE) Do not plan to do 12 35% % 21 53% % Plan to do 6 18% % 2 5% 111 7% Done 6 18% % 10 25% % Total % 1, % % 1, % 7d. RESRCH04 Have not decided 14 40% % 7 18% % Work on a research project with a faculty member outside of course or program requirements (SFI) Do not plan to do 11 31% % 19 48% % Plan to do 8 23% % 5 13% % Done 2 6% 105 7% 9 23% % Total % 1, % % 1, % 7e. Foreign language coursework FORLNG04 Have not decided 10 29% % 3 8% 120 7% (EEE) Do not plan to do 14 40% % 17 43% % Plan to do 4 11% % 4 10% 97 6% Done 7 20% % 16 40% % Total % 1, % % 1, % 7f. Study abroad STDABR04 Have not decided 14 41% % 7 18% 132 8% (EEE) Do not plan to do 2 6% % 17 43% 1,124 70% Plan to do 18 53% % 5 13% 104 6% Done 0 0% 30 2% 11 28% % Total % 1, % % 1, % 7g. Independent study or selfdesigned INDSTD04 Have not decided 14 41% % 4 10% 147 9% major (EEE) Do not plan to do 15 44% % 16 40% 1,079 67% Plan to do 4 12% % 6 15% 121 8% Done 1 3% 47 3% 14 35% % Total % 1, % % 1, %

14 Non-Major Non-Major 7h. Culminating senior SNRX04 Have not decided 16 46% % 2 5% 58 4% experience (capstone course, (EEE) Do not plan to do 3 9% 146 9% 1 3% 125 8% senior project or thesis, Plan to do 16 46% % 18 45% % comprehensive exam, etc.) Done 0 0% 35 2% 19 48% % Total % 1, % % 1, % 8a. Quality of relationships with ENVSTU other students (SCE) 8b. Quality of relationships with ENVFAC faculty members (SCE) 8c. Quality of relationships with ENVADM administrative personnel (SCE) and offices 1 Unfriendly, Unsupportive, Sense of alienation 0 0% 13 1% 1 3% 12 1% 2 1 3% 25 2% 0 0% 39 2% 3 2 6% 62 4% 0 0% 63 4% % % 5 13% 153 9% % % 11 28% % % % 14 35% % 7 Friendly, Supportive, Sense of belonging 9 26% % 9 23% % Total % 1, % % 1, % 1 Unavailable, Unhelpful, Unsympathetic 0 0% 12 1% 0 0% 16 1% 2 0 0% 25 2% 0 0% 28 2% 3 1 3% 111 7% 2 5% 96 6% % % 5 13% % % % 7 18% % % % 16 40% % 7 Available, Helpful, Sympathetic 3 9% % 10 25% % Total % 1, % % 1, % 1 Unhelpful, Inconsiderate, Rigid 0 0% 28 2% 1 3% 54 3% 2 1 3% 79 5% 4 10% 110 7% % 143 9% 3 8% % % % 12 30% % % % 10 25% % % % 5 13% % 7 Helpful, Considerate, Flexible 3 9% % 5 13% % Total % 1, % % 1, %

15 Non-Major Non-Major 9a. Preparing for class (studying, ACADPR01 0 hrs/wk 0 0% 5 0% 0 0% 4 0% reading, writing, doing (LAC) 1-5 hrs/wk 4 11% 124 8% 3 8% % homework or lab work, 6-10 hrs/wk 8 23% % 10 25% % analyzing data, rehearsing, hrs/wk 5 14% % 9 23% % and other academic activities) hrs/wk 7 20% % 8 20% % hrs/wk 4 11% % 3 8% % hrs/wk 6 17% 108 7% 2 5% 133 8% 30+ hrs/wk 1 3% 109 7% 5 13% % Total % 1, % % 1, % 9b. Working for pay on campus WORKON01 0 hrs/wk 29 83% 1,288 81% 34 85% 1,036 64% 1-5 hrs/wk 1 3% 48 3% 1 3% 46 3% 6-10 hrs/wk 2 6% 110 7% 0 0% 146 9% hrs/wk 1 3% 81 5% 1 3% % hrs/wk 2 6% 36 2% 2 5% 104 6% hrs/wk 0 0% 16 1% 1 3% 53 3% hrs/wk 0 0% 5 0% 0 0% 34 2% 30+ hrs/wk 0 0% 5 0% 1 3% 36 2% Total % 1, % % 1, % 9c. Working for pay off campus WORKOF01 0 hrs/wk 32 91% 1,269 80% 19 48% % 1-5 hrs/wk 1 3% 95 6% 3 8% 104 6% 6-10 hrs/wk 0 0% 78 5% 0 0% 116 7% hrs/wk 0 0% 53 3% 5 13% 142 9% hrs/wk 1 3% 44 3% 7 18% 139 9% hrs/wk 1 3% 20 1% 3 8% 110 7% hrs/wk 0 0% 8 1% 1 3% 69 4% 30+ hrs/wk 0 0% 14 1% 2 5% 100 6% Total % 1, % % 1, % 9d. Participating in co-curricular COCURR01 0 hrs/wk 14 40% % 18 45% % activities (organizations, (EEE) 1-5 hrs/wk 14 40% % 15 38% % campus publications, student 6-10 hrs/wk 5 14% % 3 8% % government, fraternity or hrs/wk 1 3% 147 9% 2 5% 127 8% sorority, intercollegiate or hrs/wk 0 0% 50 3% 1 3% 66 4% intramural sports, etc.) hrs/wk 0 0% 19 1% 0 0% 28 2% hrs/wk 1 3% 8 1% 1 3% 21 1% 30+ hrs/wk 0 0% 14 1% 0 0% 19 1% Total % 1, % % 1, %

16 Non-Major Non-Major 9e. Relaxing and socializing SOCIAL05 0 hrs/wk 0 0% 16 1% 0 0% 13 1% (watching TV, partying, etc.) 1-5 hrs/wk 6 18% % 11 28% % 6-10 hrs/wk 9 26% % 11 28% % hrs/wk 8 24% % 6 15% % hrs/wk 3 9% % 7 18% % hrs/wk 3 9% 106 7% 5 13% 76 5% hrs/wk 3 9% 41 3% 0 0% 24 1% 30+ hrs/wk 2 6% 56 4% 0 0% 49 3% Total % 1, % % 1, % 9f. CAREDE01 0 hrs/wk % 1,416 90% 30 77% 1,229 77% Providing care for dependents living with you (parents, children, spouse, etc.) 1-5 hrs/wk 0 0% 87 6% 3 8% % 6-10 hrs/wk 0 0% 29 2% 3 8% 70 4% hrs/wk 0 0% 19 1% 0 0% 43 3% hrs/wk 0 0% 15 1% 1 3% 18 1% hrs/wk 0 0% 4 0% 1 3% 14 1% hrs/wk 0 0% 1 0% 0 0% 6 0% 30+ hrs/wk 0 0% 8 1% 1 3% 70 4% Total % 1, % % 1, % 9g. COMMUTE 0 hrs/wk 1 3% 118 7% 1 3% 46 3% Commuting to class (driving, walking, etc.) 1-5 hrs/wk 26 76% 1,170 74% 28 70% 1,221 76% 6-10 hrs/wk 6 18% % 9 23% % hrs/wk 1 3% 50 3% 0 0% 69 4% hrs/wk 0 0% 27 2% 0 0% 17 1% hrs/wk 0 0% 8 1% 1 3% 1 0% hrs/wk 0 0% 4 0% 0 0% 2 0% 30+ hrs/wk 0 0% 10 1% 1 3% 8 0% Total % 1, % % 1, % 10a. ENVSCHOL Very little 2 6% 12 1% 1 3% 21 1% Spending significant amounts of time studying and on academic work (LAC) Some 3 9% % 10 26% % Quite a bit 15 44% % 18 46% % Very much 14 41% % 10 26% % Total % 1, % % 1, % 10b. ENVSUPRT Very little 0 0% 19 1% 1 3% 55 3% Providing the support you need to help you succeed academically (SCE) Some 1 3% % 8 21% % Quite a bit 19 56% % 22 58% % Very much 14 41% % 7 18% % Total % 1, % % 1, %

17 Non-Major Non-Major 10c. Encouraging contact among ENVDIVRS Very little 3 9% 136 9% 9 23% % students from different (EEE) Some 9 26% % 15 38% % economic, social, and racial or Quite a bit 13 38% % 9 23% % ethnic backgrounds Very much 9 26% % 6 15% % Total % 1, % % 1, % 10d. ENVNACAD Very little 3 9% % 12 31% % Helping you cope with your non-academic responsibilities (work, family, etc.) (SCE) Some 18 53% % 19 49% % Quite a bit 9 26% % 7 18% % Very much 4 12% % 1 3% 113 7% Total % 1, % % 1, % 10e. ENVSOCAL Very little 4 12% 145 9% 8 22% % Providing the support you need to thrive socially (SCE) Some 13 38% % 19 51% % Quite a bit 12 35% % 7 19% % Very much 5 15% % 3 8% 150 9% Total % 1, % % 1, % 10f. ENVEVENT Very little 1 3% 53 3% 1 3% 115 7% Attending campus events and activities (special speakers, cultural performances, athletic events, etc.) Some 6 18% % 12 31% % Quite a bit 16 47% % 17 44% % Very much 11 32% % 9 23% % Total % 1, % % 1, % 10g. ENVCOMPT Very little 0 0% 28 2% 2 5% 26 2% Using computers in academic work Some 5 15% % 5 13% 143 9% Quite a bit 16 47% % 13 33% % Very much 13 38% % 19 49% % Total % 1, % % 1, % 11a. GNGENLED Very little 0 0% 23 1% 4 10% 42 3% Acquiring a broad general education Some 5 15% % 8 21% % Quite a bit 16 48% % 10 26% % Very much 12 36% % 17 44% % Total % 1, % % 1, % 11b. GNWORK Very little 4 12% 107 7% 3 8% 95 6% Acquiring job or work-related knowledge and skills Some 13 38% % 15 38% % Quite a bit 11 32% % 10 26% % Very much 6 18% % 11 28% % Total % 1, % % 1, %

18 Non-Major Non-Major 11c. Writing clearly and GNWRITE Very little 1 3% 75 5% 2 5% 73 5% effectively Some 11 32% % 11 28% % Quite a bit 15 44% % 12 31% % Very much 7 21% % 14 36% % Total % 1, % % 1, % 11d. GNSPEAK Very little 3 9% % 4 11% 110 7% Speaking clearly and effectively Some 15 44% % 15 39% % Quite a bit 11 32% % 11 29% % Very much 5 15% % 8 21% % Total % 1, % % 1, % 11e. GNANALY Very little 0 0% 30 2% 0 0% 33 2% Thinking critically and analytically Some 4 12% % 6 15% % Quite a bit 15 44% % 12 31% % Very much 15 44% % 21 54% % Total % 1, % % 1, % 11f. GNQUANT Very little 2 6% 66 4% 8 21% 75 5% Analyzing quantitative problems Some 11 32% % 7 18% % Quite a bit 12 35% % 15 38% % Very much 9 26% % 9 23% % Total % 1, % % 1, % 11g. GNCMPTS Very little 1 3% 72 5% 6 15% 70 4% Using computing and information technology Some 14 42% % 6 15% % Quite a bit 11 33% % 10 26% % Very much 7 21% % 17 44% % Total % 1, % % 1, % 11h. GNOTHERS Very little 1 3% 79 5% 3 8% 55 3% Working effectively with others Some 11 32% % 14 36% % Quite a bit 13 38% % 7 18% % Very much 9 26% % 15 38% % Total % 1, % % 1, % 11i. GNCITIZN Very little 22 65% % 16 41% % Voting in local, state, or national elections Some 8 24% % 16 41% % Quite a bit 1 3% % 5 13% % Very much 3 9% 118 8% 2 5% 131 8% Total % 1, % % 1, %

19 Non-Major Non-Major 11j. Learning effectively on your GNINQ Very little 0 0% 81 5% 3 8% 83 5% own Some 12 35% % 11 28% % Quite a bit 17 50% % 9 23% % Very much 5 15% % 16 41% % Total % 1, % % 1, % 11k. Understanding yourself GNSELF Very little 3 9% 130 8% 5 13% % Some 14 42% % 7 18% % Quite a bit 12 36% % 11 28% % Very much 4 12% % 16 41% % Total % 1, % % 1, % 11l. Understanding people of GNDIVERS Very little 3 9% % 9 23% % other racial and ethnic Some 13 38% % 8 21% % backgrounds Quite a bit 14 41% % 14 36% % Very much 4 12% % 8 21% % Total % 1, % % 1, % 11m GNPROBSV Very little 7 21% 137 9% 6 15% 129 8% Solving complex real-world problems Some 12 35% % 8 21% % Quite a bit 12 35% % 11 28% % Very much 3 9% % 14 36% % Total % 1, % % 1, % 11n. GNETHICS Very little 5 15% % 9 23% % Developing a personal code of values and ethics Some 15 44% % 8 21% % Quite a bit 12 35% % 14 36% % Very much 2 6% % 8 21% % Total % 1, % % 1, % 11o. GNCOMMUN Very little 6 18% % 10 26% % Contributing to the welfare of your community Some 17 50% % 14 36% % Quite a bit 8 24% % 8 21% % Very much 3 9% % 7 18% % Total % 1, % % 1, % 11p. GNSPIRIT Very little 17 50% % 25 64% % Developing a deepened sense of spirituality Some 9 26% % 9 23% % Quite a bit 6 18% % 4 10% % Very much 2 6% % 1 3% 116 7% Total % 1, % % 1, %

20 Non-Major Non-Major 12. Overall, how would you ADVISE Poor 2 6% 38 2% 8 21% 133 8% evaluate the quality of Fair 4 12% % 9 23% % academic advising you have Good 15 44% % 14 36% % received at your institution? Excellent 13 38% % 8 21% % Total % 1, % % 1, % 13. ENTIREXP Poor 0 0% 12 1% 1 3% 29 2% How would you evaluate your entire educational experience at this institution? Fair 3 9% 137 9% 5 13% 149 9% Good 17 50% % 18 46% % Excellent 14 41% % 15 38% % Total % 1, % % 1, % 14. SAMECOLL Definitely no 0 0% 25 2% 3 8% 53 3% If you could start over again, would you go to the same institution you are now attending? Probably no 4 12% 133 8% 5 13% 138 9% Probably yes 14 41% % 17 44% % Definitely yes 16 47% % 14 36% % Total % 1, % % 1, %